1,720,970 research outputs found
The Cyber Workforce of the Future: why the UK needs a skills taxonomy now
No full textReport published by the East Midlands Cyber Security Cluster.The UK’s digital economy is growing rapidly, but cybersecurity remains one of the greatest skills challenges of our time. Despite positive efforts, the cyber skills ecosystem continues
to face coordination challenges. At the Parliamentary Roundtable on the Cyber Workforce (26 March 2025), a select group of 35 senior leaders and decision-makers – including the Deputy Director for Cyber Growth at NCSC, the Interim CEO of the UK Cyber Security Council, DSIT’s Head of Cyber Skills, Director of the NCSC’s Research Institute for Sociotechnical Cyber Security, the Vice Chair of SASIG, the COO of CIISec, senior representatives from BCS, industry leaders, and leading academic figures – came together in Parliament to address one critical question: How do we build a future-ready, inclusive, and sustainable cyber workforce for the UK
Blended Learning: the transformation of Higher Education Curriculum
Full text linkThis paper is a review of literature and current information related to blended learning. It will deal with several primary research issues which will include the redefining of the role of student, the role of teacher/tutor, learning and the educational establishment. The paper will analyse and discuss the selection of strategies to increase interactivity and active learning, learner characteristics, learner support and operational issues.This paper is a review of literature and current information related to blended learning. It will deal with several primary research issues which will include the redefining of the role of student, the role of teacher/tutor, learning and the educational establishment. The paper will analyse and discuss the selection of strategies to increase interactivity and active learning, learner characteristics, learner support and operational issues
Introduction to the special issue on “Artificial Intelligence in Education”
Full text linkopen access articl
A pedagogical evaluation of Computing Flexible Learning Degrees in Higher Education
Full text linkThis study explores the understanding of academics, and students around Flexible Learning degrees in relation to pedagogy, and the implications of these perspectives for the design of effective Flexible Learning curriculum. It adopted an evaluation research methodology to investigate the Flexible Learning degrees in Computing offered at the Institution where I work during the years 2008-2010. Using open ended questionnaires, interviews and a reflective journal, data were gathered on participant perspectives on the following key areas of research interest: concepts of Flexible Learning; the Flexible Learning environment; the role of the tutor/ lecturer; the role of the learner; availability of information, resources and services; concepts of learning and the learning process. Questionnaire data and interviews were analysed using qualitative analysis to identify conceptual categories and the findings were further supported and explored by the reflective writing where personal observations were recorded, in addition to the literature.
The main conclusions of the study were that: (1) learning is central to the way the Institution provides resources; (2) the design of a Flexible Learning environment influences student learning; (3) student progress depends largely on the lecturer and the feedback provided; and (4) the structure of a Flexible Learning degree must promote employability.
The conclusions of the study are related to both the academics and the students. It is agreeable throughout the research that Flexible Learning requires highly motivated academics and students. With the tuition fees going up, active engagement in learning is highly encouraged in Higher Education. Flexible Learning degrees was the start of a new era in teaching and learning. The findings and successes of this project, are now applied to the whole institution that moved towards Flexible Learning in September 2015
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Being bombarded with delivery and post office text scams? Here’s why — and what can be done
Full text linkThe Publisher's final version can be found by following the URI link. Open access article
Cyber Security Education and Training: Delivering industry relevant education and skills via Degree Apprenticeships
Full text linkThe rise of Digital Transformation, global pandemics, and AI, have made Cyber skills crucial in today’s world. Organisation flexibility can only be achieved when they have a strong foundation of Cyber professionals that can look after vulnerabilities and protect their systems. A multitude of evidence suggests that the economy is being held back due to a skills gap, particularly in the Cyber Security discipline. In seeking to reduce this gap, the UK government has extended a long established ‘apprenticeship’ programme to include degrees. Higher Education Degree Apprenticeships offer a cost-effective route for employers to upskill their staff and for apprentices to access free education (and a degree) whilst being paid. Each of the Degree Apprenticeships has an associated framework that defines core learning requirements – devised and created by a collaborative effort of industry and academia. How this framework is implemented however is very much up to individual institutions.
This paper presents an implementation of the Cyber Security Analyst degree apprenticeship undertaken at a UK Institution. Amongst the first in the UK to operationalise the standard, the approach has pragmatically dealt with a wide range of issues to create an academically rigorous yet commercially viable solution for industry. The paper presents the approach, demonstrates the academic rigor through mapping to industry-accepted standards, and discusses the collaborative role of the employer and University in providing a holistic and complete learning experience. The paper concludes by offering a critical discussion on challenges and opportunities and suggests ways employers and professional bodies can collaborate further with Higher Education in developing Degree Apprenticeships that will only be about skills, but also lifelong learning
- …
